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Form I Curriculum

Here is the long-promised curriculum list for Form I. Form II is on the way, but these take a long time to prepare, so I ask for your grace. This curriculum list includes the subjects that would have been on a Form I time table in the PNEU schools. Noted are how often these lessons happened in a week, and for how long. You will see that I have listed what our families will be using at home for subjects that don't happen at LCC, where applicable.

Eventually, if there is interest, we could also share what a family schedule looks like...meaning, what each child is doing in a given time slot during the day (some work is done together, some with me, some alone, etc.). We hope this helps anyone who would like more guidance about giving the 'full feast' Charlotte Mason offered, even on the days at home. This is NOT required. It is offered for those who are interested.

[Differences between Form 1B (beginner) and 1A (advanced) are noted]

Subject: Bible

Schedule: 4 times/week; 15 minute lessons. [LCC will cover 2 of these slots]

Book/Topic: At LCC, the second half of Luke, so at home days should cover your Old Testament studies. Continue in your family’s way of using the OT. There is a chart available of what passages Miss Mason used if you are interested. Wassells do 2 days of OT and add one day of ‘Catechism.’ We use various books for that.

Subject: History (FORM 1B)

Schedule: 2 times per week, 20 minute lessons [LCC will cover 1 of these slots]

Book/Topic: Heroic Age of own country… Clare will be covering ‘American Tales’ at LCC, which will suit Form 1B well. Often at home to cover this category we’ve used the D’Aulaire books like Lief the Lucky, Columbus, etc. One day at home to cover this in any way you’d like. If you have a Form 1B and a Form 1A student, you could combine that second history slot at home with something that suits both.

Subject: History (FORM 1A)

Schedule: 2 times per week, 20 minute lessons [LCC will cover 1 of these slots]

Book/Topic: Modern American Year, 1900-Present. The ‘American Tales’ Clare will use in Form 1 will likely not span to this time period, so doing your second slot of 20 minutes at home on something from the 20th century is advised for Form 1A kids. This is a REALLY tricky period to find a good spine for. I plan to use a string of good living novels to do it. I will share that list at the end for your convenience if you are interested. Biographies are another great way to go.

Subject: Geography

Schedule: 2X per week, 15 minutes [LCC will cover 1 slot]

Book/Topic: at LCC we will cover Charlotte Mason’s Elementary Geography over 3 years, as it was used in Miss Mason’s time. Some kids will get it ‘out of order’ which is fine. We will also use our slot to cover lessons on ‘Physical Geography’ which includes pacing, plan making and map making exercises. Your second slot at home should focus on EITHER for Form 1B: A book about children living in different cultures and countries around the world (we have always used a reprint of “The World at Home, or Pictures and Scenes from Far Off Lands” by Mary Kirby, or for Form 1A: A book (or books) that will cover the student’s own continent including the neighboring countries, region by region, then a general survey of the remaining continents of the world. This living book should be accompanied by the use of Charlotte Mason ‘map questions.’ We can teach you more about this, or if you want them ready made with a living book ready to go, we use this resource: It’s a Form 1 Geography Curriculum by

Subject: Literature

Schedule: 2 times per week, 20 minutes [LCC will cover 1 slot]

Book/Topic: Norse Mythology by the D’Aulaires. This book sort of splits the difference between what Forms 1A and 1B would get. At home, Form 1B should add 3 fairy tales and 3 Aesops Fables per term, and Form 1A typically reads Pilgrim’s Progress, though we sub “King of the Golden City” which is a faith allegory more appropriate for Catholics. Other classic mythology for Form 1A is fine too…we chose the Norse because it supports the Middle Ages theme of the year, but things like The Wonder Book for Boys and Girls by Hawthorne or Andrew Lang’s Tales of Troy and Greece. NOTE: poetry should be read every day. We will cover this at LCC with the term poet, but ideally you would add 5 minutes of the term poet at home each day as well. (Term Poets will be firmed up and packets assembled at the EPD)

Subject: Recitation

Schedule: 4 X per week, 10 minutes [all at home, though to be put to good use at Symposium]

Book/Topic: Content for Form 1:

* Pieces are to be read beautifully and with understanding, memorization is not intended, though may often happen * Each lesson of the week is devoted to a different type of Recitation * 1 Psalm and 1-2 Parables, or, 1-2 Scripture passages (of around 6 consecutive verses each) per term, 2 poems per term, possibly from term poets (child’s choice), 1-2 hymns (spoken, not sung) per term

Subject: Reading

Schedule:5x per week, 10 minutes. [to be tackled at home] *Note: Once a child has ready recognition of a few hundred words, separate reading lessons should be dropped, and the student reads aloud from as many lessons books as he is able, at least ten minutes per day.

Book/Topic: There are many resources on the website if you are interested in teaching reading the way Miss Mason did.

Subject: Transcription (aka copywork)

Schedule: 5x per week, 10 minutes [to be tackled at home]

Book/Topic: Miss Mason used ‘the new handwriting’, sort of a print/script hybrid. Plenty of resources on the same website.

Subject: Foreign Language (modern)

Schedule: 4 X per week, 10 minutes [some French and Latin songs at LCC, but mostly to be attempted at home]

Book/Topic: Take heart, Charlottes approach is very low key and gentle (though admittedly hard to stick to it in some ways...) Try: is one place to start, or

Subject: Drawing and Brushdrawing

Schedule: Brush Drawing: 2 X per week, 15 minutes and Drawing: 1 X per week, 10 minutes during morning lessons, suggested 3 X per week, 20 minutes each during afternoon occupations [opportunities in the afternoons at LCC, and we will be providing a ‘term checklist’ to accomplish at least a portion of the requirements…but some to be done at home too]

Book/Topic: 6 brush drawings from nature each term (wild fruits in fall term, twigs in winter term, and wildflowers in the spring term), 6 drawings (from memory) of animals the student has been able to observe, Original drawings of characters from the Tales read during the term in chalk or brush drawing, Some outline drawings. (We will draw from these requirements to make our checklist for the students)

A few resources: ADE Podcast Episode 98, including Study Guide portion. A brush drawing resource from Emily Kiser and Richele Baburina: Dallas Nachtigall’s Bestowing the Brush Drawing Curriculum:

Subject: Music Appreciation, or Composer Study

Schedule: 1 X per week, 10 minutes [We hope to have a station for Composer Study at LCC during the afternoons, but ideally supported at home as well]

Book/Topic: One composer per term is chosen. Listen attentively during the lesson time each week and as much as possible outside of lesson time. Coordination with the historical time period is not necessary at this age. There is no narration of this lesson. Composers to be firmed up at the EPD.

Subject: Art Appreciation, or Picture Study

Schedule: 1 X per week, 10 minutes [to be done at LCC but ideally supported at home]

Book/Topic: One artist per term is chosen. Some biographical information on the term’s artist is given as he is introduced. At least 6 works of art are studied by each artist every term. Intersperse Picture Talks on specific pieces throughout the term. Artists to be firmed up and packets printed at the EPD.

Subject: Singing

Schedule: 2 X per week, 10 minutes for English Songs/Solfa and 1 X per week, 10 minutes for Foreign Language Songs [done at LCC but ideally supported at home]

Book/Topic: songs to be firmed up and prepared at the EPD

Subject: Physical Education

Schedule: Daily, 15 minutes Play/Dancing, 3 X per week; Drill/Phys. Ed, 2 X per week, plus afternoons. [mostly done at LCC but ideally supported at home]

Book/Topic: We can provide resources for Swedish Drill, dancing and games if need be.

Subject: Handicraft

Schedule: Form I: 4 X per week, 20 minutes [various crafts, sloyd, and clay modeling offered in the afternoons at LCC but some would ideally be done at home as well. Lists of requirements in each will appear in the ‘afternoon occupations’ checklist]

Book/Topic: Beginning skills in crafts (sewing, knitting, embroidery, woodworking, etc.) and house/yard work (helpful chores, cooking, gardening, laundry), Sloyd. Form IB students would work for one year on Paper Folding (or origami) before attempting Paper Modelling (Paper Sloyd) in Form IA. About six clay models made during 1 term each year.

Subject: Math

Schedule: Daily, 20 minutes [some concepts to be tackled at LCC as well as math games so that math is covered on both of our days, but obviously lots to cover at home.

Book/Topic: We can offer some Charlotte Mason suggestions, or continue with math as you normally do as a family.

Subject: Natural History

Schedule: 3X per week, 10 minutes [2 slots at LCC and one left for at home]

Book/Topic: Lesson 1: Nature Lore Book 1--A book about an ecosystem describing the various plants and animals of that environment [we are using Dallas Lore Sharp for this…the ‘ecosystem’ being New England] Lesson 2: Nature Lore Book 2--A book that focuses on one particular type of animal or plant family [we are using a book called ‘Bird-World’ by J.H. Stickney] Lesson 3: Natural History--A book or books to support their special study topic…lots of options here if you want suggestions. One option would be to continue the Burgess Animal Book which was covered in part last year at LCC if you have a child who really loved it.

NOTE from the ADE Curriculum Templates: “All Forms should be spending considerable hours out-of-doors every single day. Part of this time should be devoted to Nature Study--intent observation, special studies, daily nature notes in their nature notebooks. Nature study is a daily occupation in Miss Mason's curriculum with a weekly longer nature walk. Children should be allowed to keep their own nature book in which they can describe their observations, illustrating them with drawings (more emphasis on the descriptions rather than the drawings), press or collect specimens. Nature study is critical in developing observation skills, classification skills, and a life-long admiration and wonder for the outdoor book of God. In addition, it is foundational to a thorough engagement in science subjects. Read Volume I ( Home Education) , pp. 42-90 for ideas to make this a varied and effective lesson daily.”

A List of living books to help cover the 20th century:

*this is a LOT of books, and we have not read them all, nor will we get to all of them. My goal would be to give a taste of what was going on both at home and abroad in the 20th century. I will be perusing and deciding as I go which books feel right to use as our 'actual history books' during morning lessons, and which will be read-alouds in leisure times, audiobooks in the car, or independent reading for either my Form 1 or Form 2 kids. I’m sure you could all make suggestions too! [Mo!!]. Please use the comments section to add your favorite titles!

Lead-up of Great War to/through the Depression

Penrod by Booth Tarkington, (hilarious view of turn of the 20th century middle class America)

The Story of Edith Cavell, by Iris Vinton (famous nurse, WWI)

Blue Willow, Doris Gates (Great Depression, CA)

The Good Master, Kate Seredy

The Singing Tree, Kate Seredy (both in rural Hungary, lead up to WWI, and during the war)

The French Twins, Lucy Fitch Perkins (France in WWI)


The Winged Watchman, Hilda Van Stockum (Nazi occupation of Holland)

Snow Treasure, by Marie McSwigan, Norwegian children vs. Nazis

The Endless Steppe, Esther Hautzig (Jews taken from Poland and forced to live in Siberia by the Russians)

The House of Sixty Fathers by Meindert DeJong (WWII, boy from China helped by an American pilot in the fight against Japan)


The Ark, by Margot Benary-Isbert, refugee family post WWII Germany

The Chestry Oak, Kate Seredy

Miracles on Maple Hill, by Virginia Sorenssen (family with veteran father after WWII)

Dangerous Journey by W. T. Mars (1950s Hungary, anti-communist)

The Spy Catchers of Maple Hill, by Megan Frazer Blakemore, (McCarthy Era)

In the Year of the Boar and Jackie Robinson , by Bette Bao Lord (a story of a girl who immigrates from China after the war)

The Avion My Uncle Flew by Cyrus Fisher, (Post WWII mystery story in France)

97 views4 comments


Aug 30, 2023

Who's the author of The American Tales?


Aug 27, 2023

Suggestions from Annalisa*:

Rascal, by Sterling North (America WWI)

Bud, Not Buddy, by Christopher Paul Curtis (Great Depression?)

A Day of Pleasure: Stories of a Boy Growing Up in Warsaw, by Isaac Bashevis Singer (Hasidic Jewish life before Nazi occupation of Poland)

I Live Again: A Memoir of Ileana, Princess of Romania and Arduchess of Austria, by Ileana Habsburg (Begins with her childhood during WWI and includes her life of responsibility as a monarch during WWII and following as Communists took over her beloved adopted country. Wonderful story of a faith filled woman who later became abbess of an Orthodox monastery in US. May need a little attentive editing as a read aloud, but vast majority fit for many ages.)


Aug 26, 2023

Thank you!! Really appreciate the detailed work!!--Joannie


Thank you for this!!

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